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This is a case study presentation for another course that I took recently. The child\'s name has been changed to protect his identity.

This is a case study presentation for another course that I took recently. The child\'s name has been changed to protect his identity.

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  • 08/08/11 03:05 © 2007 Microsoft Corporation. All rights reserved. Microsoft, Windows, Windows Vista and other product names are or may be registered trademarks and/or trademarks in the U.S. and/or other countries. The information herein is for informational purposes only and represents the current view of Microsoft Corporation as of the date of this presentation. Because Microsoft must respond to changing market conditions, it should not be interpreted to be a commitment on the part of Microsoft, and Microsoft cannot guarantee the accuracy of any information provided after the date of this presentation. MICROSOFT MAKES NO WARRANTIES, EXPRESS, IMPLIED OR STATUTORY, AS TO THE INFORMATION IN THIS PRESENTATION.


  • 1. Presented by John Daskalakis & Junaid Gilliam
  • 2. “ James” is a 12 years old boy that is currently enrolled as a 7 th grader in the Freeport school district. He shows great promise in the classroom. Yet, due to his behavioral issues, he is failing to reach his full potential.
  • 3.
    • Mother: 45 yrs. old, good relationship *
    • Stepfather: 34 yrs. old, good relationship
    • Siblings: 2 sisters **
    • 14 yrs. old, fair relationship
    • 24 yrs. old, good relationship
    • * I.S.S. Room T.A. in the Intermediate School, numerous phone calls
    • ** 14 yr. old is enrolled in BOCES; Diagnosed ADHD, ODD, and is also Bipolar
  • 4. “ James” is a student, if allowed, will put forth minimum effort. He challenges adults and students regardless of being right or wrong. “James” will become loud, disruptive, and will often pout if he doesn’t get his way. He truly wants to make friends with other students. However, he does not know the proper approach in regards to building successful friendships. He needs to take pride in his abilities and use his skills to assist others rather than challenge.
  • 5.
    • Prior to his father’s death, James was a “typical 5 th
    • grader with a mildly deviant behavior who had a
    • normal IQ and test scores which were on level in
    • comparison to other students”
    • Towards the end of the school year, it was noted
    • that his behavior worsened
    • W.I.A.T. II test from his last school
    • Freeport report card
  • 6.  
  • 7.  
  • 8.
    • Worked well with others
    • Excellent working habits
    • Very friendly with students and teachers
    • Few behavioral issues - “average kid who
    • tried to get away with things in class”
    • Did not have a 1 on 1
  • 9.
    • Poor working habits: frequently disruptive,
    • missing assignments, unprepared, avoided
    • thought provoking work (groups, Math, Science)
    • Numerous behavioral issues: picked fights with
    • students and adults, temper tantrums, “spoiled”
    • Post father’s death: writing skills became poor,
    • grades were below average, problem with
    • decoding polysyllabic words, a 504 was given
    • Diagnosis: OHI and ODD (sister); 1 on 1 taken away when
    • he was “okay”
  • 10.
    • Placed in Inclusion classroom: 2 teachers, 2 - 3 aides (depends on the
    • subject)
    • Tremendous increase in deviant behavior: lies poorly, known to be a
    • “ spoiled brat”, often suspended or in detention, always right or never
    • wrong, has a “James” against the world attitude, pouts, wants
    • everything his way or no way; Inclusion classroom aides assist in
    • reprimanding him often
    • Social skills have worsened: Attempts to dominate students of all sizes
    • with his newly found massive size, physically attacked students and,
    • most recently, two adults; “uses his bullying to mask his lack of self
    • esteem”
    • Numerous requests have been made by the teachers for him to receive
    • a 1 on 1
  • 11.
    • Group Therapy/Peer Group Counseling
    • Needs 1 on 1
  • 12. Currently, due to his uncontrollable behavior, “James’ is pending a Superintendent’s hearing. Several days ago, while being reprimanded by his teacher in the hallway, “James” proceeded to use foul language and forcefully pushed the teacher to the floor. His future within the school district rests upon the conclusion of the Superintendent’s hearing.
  • 13.